Teachers’ Emotional Expression in Interaction with Students of Different Ages
Keywords:
Classroom, Emotion, Emotion expression, Observation, Primary school, Teacher’s emotions
Abstract
Emotions are an integral part of “classroom life†and are experienced in teacher-student interactions quite often (Hosotani & Imai-Matsumura, 2011). The present study focuses on teachers’ emotions in classrooms. Its purpose is to establish which emotions are expressed by teachers in their interactions with students, the triggering situations of the two most
frequent emotions, and their level of intensity and suitability. Teachers’ emotions were observed by students of primary education during their practical experience work, in grades one to five. They used a scheme constructed for observing different aspects of emotions. The observations of 108 teachers in 93 primary schools from various Slovenian regions were
gathered. The results show that primary school teachers express various pleasant and unpleasant emotions, with unpleasant emotions prevailing. The average frequency of teachers’ emotion expression decreased from grade one to five. Anger was the most frequently expressed emotion (N = 261), followed by joy (N = 151). Teachers’ anger and joy were triggered in different situations: anger predominantly when students lacked discipline
and joy predominantly in situations of students’ academic achievement. The intensity of expressed anger and joy was moderate in all five grades, while the assessed suitability of these two emotions was high.
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References
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Chang, M. L. (2009). Teacher Emotional Management in the Classroom: Appraisals, Regulation, and Coping with Emotions. Paper presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as scientific construct:
methodological challenges and directions for child development research. Child Development, 75(2), 317–333.
Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 29–36.
Day C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403–415.
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical
Transactions of the Royal Society London B: Biological Sciences, 359, 1367–1377.
Fredrickson, B. L. (2005). Positive emotions. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of
Positive Psychology (pp. 120-134). UK: Oxford University Press.
Fredrickson, B. (2008). Promoting positive affect. In M. Eid, & R. J. Larsen (Eds.), The science of
subjective well-being (pp. 449–468). New York, London: The Guilford Press.
Gordon, T. (1997). Trening veÄje uÄinkovitosti za uÄitelje. Ljubljana: Svetovalni center za
otroke, mladostnike in starše.
Grazziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19.
Gross, J. J., & Thompson, R. A. (2009). Emotion regulation: conceptual foundations. In J. J. Gross
(Ed.), Handbook of Emotion Regulation (pp. 3–24). New York, London: The Guilford Press.
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
Harris, P. (1996). Children and Emotion: The Development of Psychological Understanding. Oxford: Blackwell Publishers.
Hochschild, A. R. (2008). Emotion work, feeling rules, and social structure. In M. Greco, & P.
Stenner (Eds.), Emotions: A Social Science Reader (pp. 121–126). London & New York: Routledge.
Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27(6), 1039–1048.
Ishak, N. M., Iskandar, I. P., & Ramli, R. (2010). Emotional intelligence of Malaysian teachers: a
comparative study on teachers in daily and residential schools. Procedia - Social and Behavioral Science, 9, 406–412.
Izard, C. E. (1991). The Psychology of Emotion. New York and London: Plenum Press.
Jacobs, N., & Harvey, D. (2010). The extent to which teacher attitudes and expectations predict
academic achievement of final year students. Educational Studies, 36(2), 195–206.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self understanding, vulnerable commitment, and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006.
Krevans, J., & Gibbs, J. C. (1996). Parents’ use of inductive discipline: Relation to children’s empathy and prosocial behavior. Child Development, 67(6), 3263–3277.
Lamovec, T. (1991). Emocije. Ljubljana: Univerza v Ljubljani – Filozofska fakulteta.
Lazarus, R. S. (1991). Emotion and Adaptation. New York: Oxford University Press.
Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in classroom. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 243–258). USA: Elsevier Inc.
Moè, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145–1153.
Oatley, K., & Jenkins, J. M. (1996). Understanding Emotions. Cambridge, MA: Blackwell Publishers.
Papalia, D. E., Wendkos Olds, S., & Duskin Feldman, R. (2009). A Child’s World: Infancy through
Adolescence. Boston [etc.]: McGraw-Hill.
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(2), 616–621.
Schutz, P. A., Cross, D. I., Hong, J. Y., & Osborn, J. N. (2007). Teacher identities, beliefs, and goals related to emotions in the classroom. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 223–241). USA: Elsevier Inc.
Siegel, D. J. (1999). The Developing Mind. New York, London: The Guilford Press.
Smrtnik Vitulić, H. (2009). The development of understanding of basic emotions from middle
childhood to adolescence. Studia Psychologica, 51(1), 3–20.
Sutton, R. E. (2007). Teachers’ anger, frustration and self-regulation. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 259–274). USA: Elsevier Inc.
Weiner, B. (2007). Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 75–88). USA: Elsevier Inc.
Woolfolk, A. E. (2002). Pedagoška psihologija. Ljubljana: Educy.
Zembylas, M. (2004). The emotional characteristics of teaching: an ethnographic study of one
teacher. Teaching and Teacher Education, 20(2), 185–201.
Zembylas, M. (2005). Discursive practices, genealogies and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935–948.
Published
2011-09-30
How to Cite
Prosen, S., Smrtnik Vitulić, H., & Poljšak Škraban, O. (2011). Teachers’ Emotional Expression in Interaction with Students of Different Ages. Center for Educational Policy Studies Journal, 1(3), 141-157. https://doi.org/10.26529/cepsj.419
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